Curso English 2011 8 Greeklatinrootwords

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Eighth Grade, Greek and Latin Root Words 2004 Colorado Summer Writing Institute 2

3. English from the Roots Up, Lundquist, J.

B. For Students

1. Ancient Greece, Core Knowledge Sequence, 6th Grade, p. 138

2. Ancient Rome, Core Knowledge Sequence, 6th Grade, p. 139

3. Vocabulary, Core Knowledge Sequence, 6th Grade, pp. 134-135

4. Vocabulary, Core Knowledge Sequence, 7th Grade, pp. 158-159

IV. RESOURCES A. Marshall, Michael J., Ed. Realms of Gold , volume 3, for all students (Lesson Three)

B. Dictionaries, one for each student (all lessons)

V. LESSONS

Lesson One: History of Greek and Latin Influence on the English Language

(approximately two 55 minute class periods)

A. Daily Objectives 1. Concept Objective(s)

a. Develop an awareness of the origins of the English language and patterns

inherent in word structure. (Colorado Reading and Writing Standard

8.1.J)2. Lesson Content

a. Vocabulary

3. Skill Objective(s)

a. Students will summarize data about the history of the English language

in two-column notes.

b. Students will decipher Appendix C: Vocabulary List One, in a

discussion and by creating graphic organizers, or word webs.

B. Materials

1. Teacher copy of Appendix A: Teacher Notes on History of the English

Language

2. Transparencies of Appendix B: History of Greek and Latin Influence on the

English Language 3. Paper copies of Appendix B: History of Greek and Latin Influence on the

English Language, for special education students

4. Copies for each student of Appendix C: Vocabulary List One

5. Classroom set of dictionaries, one book for each student

6. Transparency of Appendix D: Greek and Latin Root Words, Word Web

Example

7. Copies for each student of Appendix E: Greek and Latin Root Words, Word

Web

8. Paper and pens for all students

C. Key Vocabulary

1. Appendix C: Vocabulary List One

2. Romance – relating to the languages that developed from LatinD. Procedures/Activities

1. Introduce students to the topic of Greek and Latin words in English. Tell them

there will be a list of ten or eleven words to study for each lesson, with fifty-three

words, five lists, in all.

2. A new list will be passed out during each lesson, with activities to help students

familiarize themselves with the new words and their meanings.

3. Students should bring all lists to each class, for review.




4. Begin a brief look at the history of the English language. Remind students that

people long ago didn’t have a means to record a written language permanently.

5. Greek scholars used reeds made into long sheets to write. These “manuscripts,”

from hand, manus, and written, scrib, were not sturdy or convenient. (One

hundred pages of a modern paperback would take a roll thirty feet long, ten

inches high.)

6. Students should take two-column notes from the overhead transparencies,Appendix B: History of Greek and Latin Influence on the English Language.

7. Two-column notes organize information with dates or terms on the left andexplanations on the right. Students often fold their papers, lengthwise, to

designate locations for writing information.

8. Remind students that several thousand years of history presented in a few pages

of notes is for the purpose of following the strand of language development and

does not include major events or historically significant individuals.9. As students take notes, share anecdotal information from Appendix A: Teacher

Notes on History of the English Language.

10. For an initial informal assessment, ask students to decipher the words in

Appendix A: Teacher Notes on History of the English Language, page 3,

dinosaur names and definitions. Do this in an oral discussion. Some studentsmay know some of the root words, but all together, these words will exhibit for

students the widespread use of Greek and Latin words in the science of

paleontology (Greek “paleo”=existing things, remaining things, and Greek,

“ontology”= study of nature and properties of)

11. Collect and look over notes on history of the English language. Check for

understanding.

12. Hand out Vocabulary List One, Appendix C, to all students. Read over the

Greek and Latin root words, the meanings, and sample words.

13. Put the transparency of Appendix D: Greek and Latin Root Words, Word Web

Example, on the overhead.

14. Explain the procedure: write a vocabulary word from Appendix C: Vocabulary

List One, in the middle circle. Follow directions included in the handout andcomplete the sheet.

15. Have students create word webs for five words on the list from Appendix C.

They will draw subsequent copies of the word web design on their own paper.

Dictionaries will be helpful in locating other words from the root words on the

list.

16. They may work in pairs, but may not duplicate a word their partner is using.

Have students check each other’s word webs.

17. Observe students’ interactions for successful guided practice.

18. Special Education: These students can be given a paper copy of the notes in

Appendix B. Have students pair up with students who may assist them in doing

the word webs. They may complete fewer words or may fill out minimal

information on the word webs, depending on the needs of the student(s). 19. For homework, students should study Appendix C: Vocabulary List One.

E. Assessment/Evaluation

1. As an informal initial assessment, discuss the list of words included in Appendix

A: Teacher Notes on History of the English Language, page 3.2. As a formative assessment, collect the word webs and assign points. The

complete assignment, (five root words) is worth 15 points, with three points for

each word web. One point for a sentence, one point for new found words, and

one point for copying the root word and meaning from the list.




Lesson Two: A Panorama of Greek and Latin Words (approximately two 55 minute class

periods)




8.1.J)2. Lesson Content

a. Vocabulary3. Skill Objective(s)

a. Students will synthesize Greek and Latin words into categorical lists.

B. Materials

1. Students bring Appendix C: Vocabulary List One, for review

2. Copies of Appendix F: Vocabulary List Two, for all students3. Copies of Appendix G: Vocabulary List Two Practice Sheet, for all students, pp.

1 and 2

4. Teacher copy of Appendix G: Vocabulary List Two Practice Sheet, p. 3, KEY to

work sheet

5. Copies of Appendix H: Find a Word Activity, for all students6. Small prizes, candy, pencils, bookmarks, etc. for the winning vocabulary group

7. Copies of Appendix I: Find a Word Activity, for all students

8. Copies of Appendix J: Checklist for Panorama of Greek and Latin Words, for all

students

9. Blank overhead transparencies, several for each group

10. Overhead transparency pens, several for each group

11. Paper and pens for all students


C. Key Vocabulary

1. Appendix F: Vocabulary List Two

2. Affix – part of a word added on to the beginning or end of a root

3. Prefix – an affix added to the beginning of a word4. Suffix – an affix added to the end of a word

D. Procedures/Activities

1. Day One: Pass out Appendix F: Vocabulary List Two, to all students.

2. Read over the Greek and Latin root words, the meanings, and sample words.

3. For a re-teaching activity, pass out Appendix G: Vocabulary List Two Practice

Sheet. Go over the directions, have students do sheet in class and collect when

they are finished.

4. Appendix F: Vocabulary List Two should be added to student copies of

Appendix C: Vocabulary List One, for study and review.

5. Remind students to bring all vocabulary lists to each class.

6. Introduce the vocabulary words: affix, prefix, and suffix, and explain their

meaning. Most students will have a working knowledge of these words.7. Tell students that Greek and Latin root words, prefixes, and suffixes make up at

least 60% of English words. In this lesson, students will examine some of the

many categories of Greek and Latin words that have created today’s English

words.8. For the next activity, students may work in small groups of two or three. Pass

out Appendix H: Find a Word Activity. Look this list over together, reading

directions and answering questions.




9. Small groups will examine the list and combine the word parts to make words

they know or recognize. Students should create lists of words together and look

the words up in dictionaries. Instruct groups to write words and simple

definitions on overhead transparencies, to be shared with the class.

10. Award students in groups finding the most legitimate words a small prize; candy,

pencils, etc.

11. Have groups share word lists on overhead projector.12. Day Two: Students may work in small groups of two or three, once again. They

will be analyzing words, based on evaluations of the roots, prefixes, and suffixesand assigning them to categories.

13. Pass out Appendix I: Categories, to all students. Discuss this assignment and

ask for questions. Page 2 of Appendix I is a guide for checking student success-

there may be some words that fit into more than one topic; (e.g.) students may

list the word “democracy” in government or history. Either listing is easily justifiable; the important piece is the thinking skills.

14. Special Education: These students should work in pairs or groups for all

assignments in this lesson, students are encouraged to help each other.

15. The goal is to help students see that Greek and Latin words are pervasive in

English.16. Collect papers at the end of class. Those students who finish early should study

their vocabulary lists.

17. Have all students fill out Appendix J: Checklist for Panorama of Greek and Latin

Words, as a self assessment on Lesson Two.

18. For homework: study vocabulary lists one and two.


1. As a formative assessment, have students fill out Appendix J: Checklist for

Panorama of Greek and Latin Words. Collect these and look them over.

Lesson Three: In Search of Greek and Latin Root Words in Literature (approximately one

55 minute class period)


a. Understand how verbal and written communications are enhanced by

mastery of etymological savior faire. (Colorado Reading and Writing

Standard 8.3.G)

2. Lesson Content

a. Vocabulary

b. Short Stories

i. “The Bet”(Anton Chekov)


a. Students will examine and discuss relevant literature and indicate Greek

and Latin words by highlighting them or writing them down.

B. Materials 1. Copies of Appendix K: Vocabulary List Three, for all students

2. Realms of Gold , volume 3, for all students, or, in lieu of Realms of Gold , copies

of “The Bet, ” p. 48-57 in Realms of Gold (if copies of “The Bet” are used, bring

highlighter markers, one for each student)3. Copies of Appendix L: Vocabulary Master List, for all students

4. Teacher copy of Appendix M: “The Bet”





C. Key Vocabulary

1. Appendix K: Vocabulary List Three

2. Linguistics – study of nature and structure of human speech


1. Review with students the procedure for this unit: Bring all vocabulary sheets to

each class, continue to study them when finished with other assignments.

2. Pass out Appendix K: Vocabulary List Three. Go over the words and meanings.Discuss the meaning of the word linguistics.

3. Pass out Appendix L: Vocabulary Master List. Tell students they are going tosearch for words from the master list in the story, as they read.

4. Have students turn to a short story, “The Bet,” by Anton Chekov, in Realms of

Gold. Have students read the story aloud, as a class, or silently.

5. NOTE: If Realms of Gold books are not available for all students, print paper

copies of the story and have students highlight words they find with highlighter markers. This method is helpful for reviewing use of the words in context.

6. They should jot down any word from their master vocabulary list and the page

number it is found on for this assignment. Collect papers and review their

success.

7. Instruct students to write eleven meaningful sentences for words in Appendix K:Vocabulary List Three. They should use words created from the root words, and

underline the word in the sentence, (e.g.) medius: Our school has peer mediators;

they position themselves in the middle of conflicts between arguing students and

help bring resolution to disagreements.

8. For homework, students should complete meaningful sentences and study the

three vocabulary lists (Appendix C, Appendix F, and Appendix K) distributed so

far in this unit.


1. Collect meaningful sentences assignment as a formative assessment. Award two

points for each sentence: one point for a complete sentence that includes an

appropriate word formed from the roots in Vocabulary List Three, and one point

for the word meaning coming through in the sentence. This assignment is worth22 points.

Lesson Four: Greek and Latin Roots in English: Strategy Guides in Video Games

(approximately one 55 minute class period)




Standard 8.3.G)

2. Lesson Content

a. Vocabulary

3. Skill Objective(s)a. Students will employ analytical skills by completing and solving word

games and puzzles.

B. Materials

1. Students bring their copies of Appendix: C: Vocabulary List One, Appendix F:Vocabulary List Two and Appendix K: Vocabulary List Three

2. Copies of Appendix N: Vocabulary List Four, for all students

3. Copies of Appendix O: Crossword Puzzles, pages 1-5

4. Copies of Appendix P: Vocabulary List Five, available for all students




5. Teacher copy of Appendix O: Crossword Puzzle Key, page 6

6. Copies for all students of Appendix Q: You Write the Clues!

7. Teacher copy of Appendix Q: You Write the Clues! Key


C. Key Vocabulary

1. Appendix N: Vocabulary List Four

D. Procedures/Activities 1. Open this lesson by asking a general question, “How many of you enjoy video or

computer games?” This question will presumably bring lots of hands into the air.2. Ask students what they have to do to win the games. They may say practice a lot

or have books of clues and tips to help them.

3. Talk to students about the benefits of having clue booklets, or strategy guides to

play difficult games.

4. Keep this discussion going for a few minutes, so all students understand theconcept of practicing strategies to win games.

5. Tell students that learning Greek and Latin words and roots is like using a

strategy booklet to increase English vocabulary. Knowing definitions of roots,

prefixes, or suffixes can help identify meanings in many other words.

6. Learning a few words can help increase our word power and help create successwith English, including reading and writing; science, history, civics, math, etc.

7. Even though the Greek and Latin roots are not in a computer game for this class,

they can be learned in a game-like style.

8. Today, students will complete simple crossword puzzles in an effort to review

and revisit the Greek and Latin words for this unit. Remind students that strategy

tips help in school, too.

9. Pass out and go over copies of Appendix N: Vocabulary List Four.

10. There are five crossword puzzles; one for each list of words. Students have not

received or reviewed Appendix P: Vocabulary List Five. Have this list available

for students who complete the other puzzles. Tell students this list will be

discussed in class during the next lesson.

11. Allow students to work at their own pace, using their vocabulary sheets for allfive lists. Invite students to pick up crossword puzzles, one at a time, and

complete them using their vocabulary lists.

12. Students completing all the puzzles should study their word lists.


1. Students will complete a formative assessment, Appendix Q: You Write the

Clues, as a take home, open note quiz. Students will need all five vocabulary

lists to complete this assignment. This quiz is worth 20 points; one point for each

correct clue. See Appendix Q, page 2, for quiz key.

Lesson Five: Linguists, Wordsmiths, and Others: The Relevance of Core Vocabulary

(approximately two 55 minute class periods)




Standard 8.3.G)2. Lesson Content

a. Vocabulary





a. Students will evaluate the impact of Greek and Latin words on the

English language by writing paragraphs about author talks.

B. Materials

1. Students should bring all five lists of vocabulary words to class

2. Teacher copy of Appendix R: Linguists, Wordsmiths, and Others

3. Transparency copies of Appendix R, page two (Shakespeare and Greek and LatinWords) and page three (Dr. Martin Luther King and Greek and Latin Words)

4. Copies of Appendix S: Essay Self-check List and Scoring Rubric, for allstudents


C. Key Vocabulary

1. Appendix P: Vocabulary List Five

D. Procedures/Activities 1. Collect open note homework quizzes, Appendix Q: You Write the Clues!

2. Students received Appendix P: Vocabulary List Five, during Lesson Four, to help

them complete the fifth crossword puzzle and the quiz.

3. Go over Appendix P: Vocabulary List Five with students and check for

understanding.4. Discuss the information in Appendix R: Linguists, Wordsmiths, and Others.

5. Appendix R, page two, is a list of the vocabulary words found in the Shakespeare

play read by 8th grade. Share this transparency on the overhead projector.

6. Shakespeare not only mastered English, he furthered the progression of language

by inventing hundreds of words in use today. Tell students that even though the

class may not be reading Twelfth Night currently, it will be read this year, and it

is interesting to note that many of the vocabulary words being studied are also

used in this play, which is four hundred years old!

7. Tell students this vocabulary is equally important for expository writing. The

transparency from Appendix R, page three, is a list of the vocabulary words used

by Dr. Martin Luther King in “Letter from a Birmingham Jail,” found in Realms

of Gold , page 232. This is one of the essays read by the 8th

grade this year.8. Share this transparency with students, emphasizing the pervasive quality of

ancient Greek and Latin words in English.

9. Complete this discussion with a writing assignment: students are to write three

paragraph essays discussing the significance of contributions of ancient Greeks

and Romans to today’s English language.

10. They will be given instructions, self-check list and writing rubric, Appendix S,

before writing their papers. They will understand the expectations and the

scoring criteria in advance.

11. Instruct students to fill out the self-check list as they work; the writing rubric

upon completion. The check list, rubric, and essay will be turned in.

12. Explain to students that their participation in their assessment will help them

become self-directed, lifelong learners.E. Assessment/Evaluation

1. Essays will be scored using Appendix S: Self-check List and Scoring Rubric.

This assignment is worth fifty points and is a summative assessment. Student

self-assessment is a critical step in this assignment. Students will become self-directed, lifelong learners when able to self-evaluate. Special Education:

These students should be given further discussion and be guided toward pertinent

points to include in one paragraph, rather than a three paragraph essay.




Optimally, time permitting; they should have close observation and guidance

throughout the writing process.

Lesson Six: A Plethora of Review (approximately one 55 minute class period)

A. Daily Objectives

1. Concept Objective(s)

a. Develop an awareness of the origins of the English language and patternsinherent in word structure. (Colorado Reading and Writing Standard

8.1.J) b. Understand how verbal and written communications are enhanced by


Standard 8.3.G)

2. Lesson Content

a. Vocabulary3. Skill Objective(s)

a. Students will review vocabulary lists by creating flip chart study guides

and quizzing each other.

B. Materials

1. Students bring all five vocabulary lists2. Appendix T: Flip Chart Study Guide, copies for all students

3. Colorful copier paper or construction paper- about 125 sheets for a class of

twenty-five students

4. Scissors for half of the class

5. Pens, pencils, or fine tipped markers for all students

6. One or more staplers


C. Key Vocabulary

1. Vocabulary, Core Knowledge Sequence, p. 182


1. Demonstrate the flip chart study guide, Appendix T, by showing students how it

is made and how it can be used.2. Each student should have about ten half sheets of different colored paper.

3. To ensure that all students don’t create flip charts on the same words, they should

sign up for word lists, approximately five students per list, or, they should choose

the most challenging words for them to learn from any list and put those in their

flip chart.

4. After the flip charts are ready to use, have students practice quizzing each other.

5. Remind students to study all five lists for the final test.


1. Award points for guided practice and review: ten points for a ten word flip chart

(one point per word) and five points for working with a partner on review.

Students sign off on their partners’ charts and get checked off by the teacher

when finished. Students take home flip charts for study.

Lesson Seven: Keys to Unlock English: A Final Test (approximately one 55 minute class

period)




8.1.J)




b. Understand how verbal and written communications are enhanced by


Standard 8.3.G)

2. Lesson Content

a. Vocabulary


a. Students will demonstrate mastery of Greek and Latin words in Englishwith a final test.

B. Materials 1. Pens or pencils for all students

2. Copies of Appendix U: Greek and Latin Root Words Test, for all students

C. Key Vocabulary

1. Vocabulary, Core Knowledge Sequence, p. 182

D. Procedures/Activities 1. Students will prepare for test: clear desk, have pens or pencils ready. Ask for

any final questions before distributing the tests.


1. Grade the final test, 100 points, as a summative assessment. Special

Education: Students should have test modified to limit choices. On thematching portion, Part I, highlight five words and five answers with the same

color highlighter. Do this for all twenty five matching, using different

highlighter colors for each set of five. This creates five mini-tests within a test.

Similarly, the multiple choice questions, Part II, should have one wrong answer

crossed out, thereby creating less choices. The fill in the blank section, Part III,

should be altered in the same manner as Part I.

VI. CULMINATING ACTIVITY A. The culminating activity is an invitation to revisit these vocabulary words all year in an

effort to re-teach and reinforce the learning. See Appendix V: Extend the Learning, for

suggested activities to replay intermittently all year long, when time permits.

VII. HANDOUTS/WORKSHEETS

A. Appendix A: Teacher Notes on History of the English Language, pages 1-3, (Lesson

One)

B. Appendix B: Overhead Transparency Notes, History of Greek and Latin Influence on

the English Language, pages 1-3, (Lesson One)

C. Appendix C: Vocabulary List One (Lesson One)

D. Appendix D: Greek and Latin Root Words Word Web Example, (Lesson One)

E. Appendix E: Greek and Latin Root Words, Word Web, (Lesson One)

F. Appendix F: Vocabulary List Two, (Lesson Two)

G. Appendix G: Vocabulary List Two Practice Sheet, pages 1-3, (Lesson Two)

H. Appendix H: Find a Word Activity, pages 1-2, (Lesson Two)

I. Appendix I: Categories, pages 1-2, (Lesson Two)J. Appendix J: Checklist for Panorama of Greek and Latin Words, (Lesson Two)

K. Appendix K: Vocabulary List Three, (Lesson Three)

L. Appendix L: Vocabulary Master List, (Lesson Three)

M. Appendix M: “The Bet,” (Lesson Three)

N. Appendix N: Vocabulary List Four, (Lesson Four)

O. Appendix O: Crossword Puzzles, pages 1-6, (Lesson Four)

P. Appendix P: Vocabulary List Five, (Lesson Four, Five)

Q. Appendix Q: You Find the Clues! (Lesson Four)




R. Appendix R: Linguists, Wordsmiths, and Others, pages 1-3, (Lesson Five)

S. Appendix S: Essay Self-check List and Scoring Rubric, pages 1-2, (Lesson Five)

T. Appendix T: Flip Chart Study Guide, (Lesson Six)

U. Appendix U: Greek and Latin Root Words Test (Lesson Seven)

V. Appendix V: Extend the Learning, pages 1-2, (Culminating Activity)

VIII. BIBLIOGRAPHY A. Col, Jeananda. “Dinosaur Name Roots: What Do Dinosaurs' Names Mean?” Enchanted

Learning. Available URL: http://www.EnchantedLearning.com, 1996.

B. Danner, H.G. An Introduction to an Academic Vocabulary. Lanham, MD: University

Press of America, Inc., 1985. 0-8191-4990-X.

C. Dominik, W.D., ed. Words and Ideas. Wauconda, IL: Bolchazy-Carducci Publishers,

Inc., 2002. 0-86516-485-1.

D. Doyle, D. “Dictionary of Greek and Latin Roots,” Available URL:

http://www.veling.nl/anne/templars/roots_dict.html, 1996.

E. Gill, N.S., “A Little Etymology,” Available URL:

http://ancienthistory.about.com/library/weekly/aa052698.htm, 1998.

F. Gill, N.S., “Etymology - English Words with Latin Prefixes,” Available URL:

http://ancienthistory.about.com/library/weekly/aaetymologyprefixes.htm, 2003.G. Lundquist, J. English from the Roots Up. Bellevue, WA: Literacy Unlimited

Publications, 1989. 0-9643210-3-3.

H. Marckwardt, A. H. A Brief History of the English Language. New York: Funk and

Wagnalls, 1963.

I. McQuoid, T. “A Selection of Latin and Greek Roots, Combining Forms, Words, and

Prefixes,” Available URL: http://abasiccurriculum.com/homeschool/roots/, 1994.

J. Morwood, J. and Warman, M. Our Greek and Latin Roots. New York: Cambridge

University Press, 2004. 0-521-37841-9.

K. Rozakis, L. Vocabulary for Dummies. New York: Hungry Minds, 2002. 0-7645-5393-3.

L. Thompson, M. “Word Cells: Greek and Latin Root Words,” Available URL:

http://www.davis.k12.ut.us/ffjh/thompson/cells.htm, 2002.

M. Vurnakes, C. Words on the Vine. Grand Rapids, MI: McGraw-Hill Children’sPublishing, 1998. 1-56822-661-6.




Appendix A, page 1

Teacher Notes on History

of the English Language

The lecture on the history of the English Language is filled with informational tidbits

which students will hopefully find interesting. These are provided to engage student interest in

this voluminous topic. The purpose of this very brief history is to help students understand theimpact of Greek and Latin on present day English. The following includes some of these tidbits

to share with students.

• Ancient Romans spoke Latin and conquered most of Europe Julius Caesar and his adopted son, Augustus, gave their names to the months of

July and August. September means seventh

October means eighth November means ninth December means tenth. The Roman calendar started with March, so the

numbering is off from today’s calendar, although the names remain.

The terms “czar,” for the leaders of Russia, and “kaiser,” emperors of Germany,

came from Latin. All Latin words starting with “C” made the sound of “K,” so the

term kaiser may have sounded a bit like the name of the leader of Rome, Caesar.

• Long after the fall of Rome, Latin was used throughout Europe.

• The Latin word for the language of the common people evolved into the word “vulgar”

used today.

• Romans were in Britain for 400 years; a strong impression was made on local speech andthought.

• When sharing with students about Roman road building, remind them that many carstoday: Audi, Corolla, Fiat, Mercedes, and Volvo, are Latin names!

• 5th

-6th

centuries - Britain became officially Christian

• Latin was the language of the Church

• Many words used in the church at this time are incorporated into today’s English. For example, the word “pope” comes from Latin “papa,” for father. See the list, below, for

more words coming to English through the early church.






Appendix A, page 3

Teacher Notes on History

of the English Language

Tell students you will do an informal initial assessment to check on their background knowledge

for this unit. This will be oral, a class discussion on the following words. Ask for students to

raise their hands if they can discuss the meaning of the following words. Afterwards, analyze thewords for students, with the Greek and Latin meanings added on. Some students may know

some of the roots; collectively, these words will impress upon students the pervasive influence of

Greek and Latin roots.

Word Origin of Word

1. megalosaurus Greek – “mega”= long, large, great

Greek – “saurus”= lizard, reptile

2. pachyderm Greek – “pachy”= thick Greek – “derm”= skin

3. rhinoceros Greek – “rhinos, rhino”= nose, snout

Greek – “cera, ceras”= horn

4. tyrannosaurus rex Greek – “tyrannikos”= tyrant


Latin – “rex”= king

5. velociraptor Latin – “veloci”= speedy

Latin – “raptor”= robber, plunderer

6. brontosaurus Greek – “Bronto”= thunder


7. stegosaurus Greek – “stegos”= roof, cover Greek – “saurus”= lizard, reptile

8. protoceratops Greek – “protos”= first, earliest

Greek – “cera,ceras”= horn

Greek – “tops”= face

9. pterodactyl Greek – “pteron”= feather, wing

Greek – “dactylos”= finger

10. triceratops Greek – “tri”= three

Greek – “cera, ceras,”= horn

Greek – “tops”= face

Adapted from: www.enchantedlearning.com/subjects/dinosaurs/




Appendix B, page 1

Overhead Transparency Notes

History of Greek and Latin Influence on the English

Language

100 B.C. Roman Empire surrounded the Mediterranean Sea↓ ↓

medius terra ( Latin)

middle land (English)

• Educated people in the western Roman Empire spoke Latin.

• Today, this area is: Spain, Italy, France, and Portugal.

• Spanish, Italian, French, and Portuguese are descended from Latin and

they are called “Romance” (Roman) languages.

43 A.D. Roman Emperor Claudius Caesar conquered Britain.

• Britain was inhabited by farmers

• Romans built roads on raised embankments- in Old English, they were

called highways.

• Romans built towns for trade and markets. They built layered roads

(stratum) that were called “straets” by the English, or streets, today.

• Miles of streets and roads were created; Mile is from mille, which means

1,000. The Roman mile was measured by 1,000 paces; it was a shorter

mile than today’s standard measurement.

5th

Century, A.D. Romans left Britain; the empire was diminishing.

• Invaders from places we know as Germany, Netherlands, and Denmark

brought their language, Anglo-Saxon, to Britain. This became the

everyday language of the people.

597 A.D. Britain became officially Christian- official church language – Latin




Appendix B, page 2



Language711 A.D. Moors from North Africa invaded Spain. They had Greek books at the

library in Alexandria in Egypt translated into Arabic. These works came

to Europe in this way and the Greek literature was available to Europe,

including Britain.

871-899 King Alfred the Great, of Britain had major works translated into Latin,

including: grammar terms, plant names, medical terms, etc.,• Over 450 Latin words incorporated into English

• Terms concerning knowledge, arts, religion, or education – all from Latin

1066 A.D. William the Conqueror invaded Britain. This is called the Norman

Conquest, named after the portion of France that William came from,

Normandy.

• Official language of the government, schools and noblemen became

French, which brought more Latin into English.

1400’s English started to be used in schools, but Latin was still taught.

• Sir Isaac Newton was the last English speaking scientist to write a major

work in Latin in 1687: Principia Mathematica, “The Principles of

Mathematics.”

1453 Constantinople was taken by Turkey, giving Europeans access to the

ancient Greek works which were available from Greek scholars’ travels of

the past.

• This revival in appreciation for the ancient Greek language helped lead to

the Renaissance.




Appendix B, page 3



Language

1500-1650 The Renaissance, or rebirth, was a time when the classical works of

ancient Rome and Greece were highly prized and the commitment to

replicating the styles and language of these cultures was emphasized.

16th

/17th

Centuries:

• English schools taught Latin

• All educated Europeans learned Latin.

• Latin was an internationally understood language

17th

/20th

Centuries:

• Roman Catholic Church continued to use Latin

• English continued to incorporate Latin and Greek words into everyday

language.






(OtherWords)

credenceincredible

creed

(ModernWord)

credibility

(Sentence)

I doubt hiscredibilitybecausehe lies.

(Meaning)

believe

(RootWord)

Credo

Appendix D

Greek and Latin Root Words

Word Web Example




(OtherWords)

(Modern

Word)

(Sentence)

(Meaning)

(RootWord)

Appendix E

Greek and Latin Root Words

Word Web

Create a word web for each vocabulary word. Put the root word in the center, the modern word

in the circle on the bottom, the meaning of the root word at the top, any other words derived

from the root on the left, and a sentence with the modern word on the right. You may writeoutside the circles if you need more room.




Appendix F

Vocabulary List Two

GREEK/LATIN MEANING MODERN WORDS

ROOT

1. ago, acta do, things done agent, enact, transact

2. caput head captain, decapitate

3. culpa blame culpable, culprit

4. genus kind, origin generic, congenital

5. loquor speak eloquent, loquacious

6. nihil nothing nihilism, annihilate

7. phobos [g] fear phobia, claustrophobia

8. pugno to fight impugn, pugnacious

9. scio know science, conscious

10. totus whole totalitarianism

11. verto turn avert, convert, anniversary




Appendix G, page 1

Name: ______________________

Vocabulary List Two Practice Sheet

For each sentence, below, the Greek/ Latin root and meaning are provided. The sentences

use a variation of the root word. Use a dictionary to look up the words that are unfamiliar

to you. Then, fill in the blanks from the word bank for each sentence.

1. Verto = turn

A. Create a(n) ___________________ so the teacher doesn’t see my surprise!

B. The old man ________________to his former ways and began smoking again.

C. The quiet student is a(n) ____________________; he never speaks to anyone.

D. The Chevy _______________________ drove in the rain with the top down.

E. I have a(n) ______________________ to insects; I stay away from them.

aversion introvert reverted convertible diversion

2. Scio = know

A. His _______________ wouldn’t let him lie; he confessed about the crime.

B. In ________________, we are studying biology, electricity, and cells.

C. The worker was ______________________ after his fall from the tower.

D. People say dreams are thoughts we have in our ___________________ minds.

E. Theater goers should be _________________________ and throw away their trash in

the appropriate receptacles.

unconscious conscientious science conscience subconscious




Appendix G, page 2

3. Phobos = fear

A. If you are afraid of something, you have a(n) _________________.

B. Locked in a closet as a child, she has fear of close spaces, _______________.

C. The boy was afraid of anyone from other countries; he’s a(n) _______________.

D. A fear of open spaces, such as golf courses, is called ___________________.

E. She has an aversion to water; this is called_____________________.

agoraphobia hydrophobia xenophobe claustrophobia phobia

4. Caput = head

A. He is the ____________________ of the ship, in charge of everyone here.

B. We are not supposed to wear baseball _______________ in school.

C. The head of government for a state is located in the city that is the _________.

D. The heading of a chapter, newspaper, or picture is called the _____________.

E. A tax levied per head, or a fee for each individual, is called ______________.

capitation capital caps captain caption

5. Acta = things done

A. What was your _______________ to the movie we saw in history?

B. The Supreme Court took _________________ in the Brown v. Board case.

C. The drivers created a(n) _____________________ of the crash.

D. The woman deposited her money into vault, completing the ______________.

E. She could not ___________________ her credit card until she called it in.

action reaction reenactment transaction activate




Appendix G, page 3

KEY

Vocabulary List Two Practice Sheet

1. vertoA. diversionB. revertedC. introvertD. convertibleE. aversion

2. scio

A. conscienceB. science

C.

unconsciousD. subconsciousE. conscientious

3. phobos

A. phobiaB. claustrophobiaC. xenophobiaD. agoraphobiaE. hydrophobia

4. caputA. captainB. capsC. capitalD. captionE. capitation

5. actaA. reactionB. actionC. reenactmentD. transactionE. activate




Appendix H, page 1

Find a Word Activity

Greek and Latin Prefixes, Suffixes, and Roots

Work quietly with one or two other students. Study the list of Greek and Latin Prefixes,

Suffixes, and Roots. Put the word parts together to form words that we use today. Look

the finished product up in the dictionary and write down the correct spelling and meaning

on your own paper. Put all group member names on the paper. Find as many as you can;

winners get a prize! An example is:

Geology is the study of the earth. geo – earth, -ology – study of

aequus - equal

ago, acta - do, things donealt – high

anthropos - man, human

aqua – water ars - art

ast – star

auto - self biblio – book

bio – life brevis - short

canto - sing

cap – headcaput - head

chron – time

circum - around

clino - to lean, bendcognito - know

con – together

copia - plentycredo - believe

culpa - blame

cycl – circlede – away, off

deca - ten

dem – peoplederm - skin

di, duo - two

dis – notdominus - a lord, master

duco - lead

en – inex – away

fido - to trust, believe

flect – bendform – shape

fundo, fusum - pour, thing pouredgenus - kind, origin

geo – earth

gram/graph – writegress – to walk

hex - six

holos - whole

hyper - over hypo – under

intro – within

ism – forms noun, “act of, state of”ist – one who practices

ity – forms nouns from adjectives

ject – to throw jungo - join

lego, lectum - read, thing read

locus - a placelog – word

loquor - speak




Appendix H, page 2

man – handmania – madness

medius - middle

ment – forms nouns from verbsmeter – measure

metry - measure

metro - citymicro – small

mis - wrong

miss – sendmission - a sending

morior - diemort – death

multi - manynego - deny

nihil - nothing

nom – namenov - nine

occido - kill

octo - eightology – study of

pan - all path – feeling

pathos - suffering, feeling

ped – foot pendo - weigh, hang

penta - five

per - through

phobos – fear phon – sound

photo – light

plenus - full

pop – people porto - carry

positum - placed

possum - be able post - after

pre - before

pre – in front psych – mind

pugno - to fight

punctum - pointre – again, back

re – intensiverego - to rule

rupt – break scope – see into

scrib/script – write

se – apartsemi – one half

sect – cut

spec - seesub - under

tele – far awayterm – end

terr – land

tetra - four therm – heat

tract – pull

trans - across

uni – onevac – empty

vert – to turn

voc – voice, call




Appendix H, page 3

Examples for Find a Word Activity

The following are some examples of words students may create from the “Find a Word

Activity.” This list is not inclusive and should not be used as a grading tool, but rather asa help in guided practice. Share a few examples to get students started on finding their

own list of words

Greek/Latin (Meaning) + Greek/Latin (Meaning) = Word we use (Meaning)

act (do, things done) ist (one who practices) activist ↓

alt (high) meter (measure) altimeter ↓

ast (star) nom (name) astronomy

ast (star) ology (study of) astrology

auto (self) graph (write) autograph

auto (self) bio (life), graph (write) autobiography

biblio (book) graph (write) bibliography

bio (life) graph (write) biography

brevis (short) ity (noun from adjective) brevity

chronos (time) ology (study of) chronology

circum (around) spect (see) circumspect

clino (to lean, bend) re (again, back) recline

cognito (know) re (again, back) recognize

con (together) ject (to throw) conjecture

cycle (circle) uni (one) unicycle

de (away, off) flect (bend) deflect

form (shape) deform fusum (pour) defuse

ject (to throw) deject

porto (carry) deport

pend (weigh, hang) depend

possum (be able) depose

tract (draw, pull) detract

di (two) gress (walk) digress

dis (not) credo (believe) discredit

geo (earth) metry (measure) geometry

hyper (over) acta (do) hyperactive

jungo (join) con (together) conjoinedman (hand) scrib, script (write) manuscript

micro (small) scope (see into) microscope

phon (sound) graph (write) phonograph




Appendix I, page 1

Categories

Look at the following subject headings. Add more, if you wish. Look at the list of Greek

and Latin words, below, and assign them to the subject they go with. For example,“geometry” would be under the math heading. Some words may fit two topics.

Law Govern-

ment

Medicine Math Science Religion Grammar/

LiteratureHistory Music

Abduct

Addition

AdjectiveAlias

AllegationAltar Antonym

Arthritis

AssaultBiography

Calculus

Cerebral

ChantChromatic

Colonies

CrimeCulpable

Custody

DemocracyDespot

Divorce

FungusGeography

Geometry

Holocaust

HomicideHomonym

IncarcerateJudiciaryJugular

Larva

LegislatureMetaphor

Microscope

Militant

Minister Monarchy

Monarchy

Narrative Nasal

Neuropathy

OperaOptician

Organ

OrthodontistParagraph

Penal

Photosynthesis

PoliticalPolitics

PopePragmatistPrimeval

Primitive

ProloguePronoun

Psychosis

Pulmonary

RadiusSong

Species

SubcutaneousSubtraction

Testify

TheologyTheorem

Totalitarian

VaccinateVerb




Appendix I, page 2

Examples for Categories Activity

Look at the following subject headings. Add more, if you wish. Look at the list of Greek

and Latin words, below, and assign them to the subject they go with. For example,“geometry” would be under the math heading. Some words may fit two topics. (NOTE:

Some words are incomplete in their entry into the table because of space.)

Law Govern-

ment

Medicine Math Science Religion Grammar/

Literature

History Music

abduct democ arthritiis addition chromatic altar adjective colonies chant

alias legislat cerebral calculus fungus minister antonym geograph opera

allegation Militan jugular geometry larva pope biography holocaust organ

assault monarc nasal radius microsc. theology homonym monarchy song

crime politica neuropathy subtractio nasal metaphor pragmatis

culpable politics optician theorem photosyn. narrative primevalcustody judicia orthodontist species paragraph primitive

despot psychosis subcutan prologue totalitari

divorce pulmonary pronoun

homicide subcutaneo verb

incarcerat vaccinate

abduct

additionadjective

alias

allegationaltar

antonym

arthritisassault

biography

calculus

cerebralchant

chromaticcolonies

crimeculpablecustody

democracy

despotdivorce

fungus

geography

geometry

holocausthomicide

homonym

incarcerate judiciary

jugular

larvalegislature

metaphor

microscope

militantminister

monarchynarrative

nasalneuropathyopera

optician

organorthodontist

paragraph

photosynthesis

political

politics pope

pragmatist

primeval primitive

prologue

pronoun psychosis

pulmonary

radius

songspecies

subcutaneoussubtraction

testifytheologytheorem

totalitarian

vaccinateverb




Appendix J

Checklist for Panorama of Greek and Latin Words

Name: ________________________

Checklist Items Yes No

Studied Vocabulary List One for Homework

1. Vocabulary List 2 Practice Sheet

• Completed “verto” sentences, dictionary checked

• Completed “scio” sentences, dictionary checked

• Completed “phobos” sentences, dictionary checked

• Completed “caput” sentences, dictionary checked

• Completed “acta” sentences, dictionary checked

2. Find a Word Assignment

• Created words • Did a dictionary check for meaning

• Corrected spelling of final word

• Wrote the word and meaning on your paper

3. Categories Assignment

• Assigned all words to categories, wrote them in table

Completed all three assignments and turned them in

Study Skills

• Worked cooperatively with partner or group, or

• Worked responsibly as an independent thinker




Appendix K

Vocabulary List Three


ROOT

1. anthropos man, human being, anthropology, misanthrope

2. clino to lean, bend incline, decline

3. dominus a lord, master dominate, dominion

4. holos whole holistic, catholic

5. medius middle mediate, mediocrity

6. occido kill homicide, suicide

7. plenus full plenty, plenary

8. punctum point punctual, punctuation

9. solus alone solo, desolate

10. tractum drawn, pulled distract, tractor

11. via way, road deviate, viaduct




Appendix L

Vocabulary Master List


ROOT

aequus equal equal, equation

ago, acta do, things done agent, enact, transactanthropos man, human being, anthropology, misanthrope

ars art artist, artifact

brevis short brevity, abbreviate

canto sing chant, cantor caput head captain, decapitate

clino to lean, bend incline, decline

cognito know cognizant, recognizecopia plenty copy, copious

credo believe credible, incredulousculpa blame culpable, culpritdominus a lord, master dominate, dominion

duco lead abduct, introduce

fido to trust, believe confide, infidelfundo, fusum pour, thing poured effusive, transfusion

genus kind, origin generic, congenital

holos whole holistic, catholic

jungo join junction, conjugallego, lectum read, thing read intellect, legible

locus a place local, dislocate

loquor speak eloquent, loquaciousmedius middle mediate, mediocrity

missio a sending emissary, missionmorior die mortal

nego deny negate

nihil nothing nihilism, annihilateoccido kill homicide, suicide

pathos suffering, feeling sympathy, apathy

pendo weigh, hang depend, pendant per through perceive, persist, persevere

phobos fear phobia, claustrophobia

plenus full plenty, plenary porto carry transport, export positum placed position, opposite

possum be able possible, potent

pugno to fight impugn, pugnacious punctum point punctual, punctuation

rego to rule regular, regency




Appendix L, page 2

Vocabulary Master List


ROOT

sanguis blood sanguine

satis enough satisfyscio know science, conscious

solus alone solo, desolate

sonus a sound unison, consonant

sophos wise philosophy, sophomorespiritus breath inspire, spirit

totus whole totalitarianism

tractum drawn, pulled distract, tractor usus use abuse, utensil

vacuus empty evacuate, vacuumverbum word verbalverto turn avert, convert, anniversary

via way, road deviate, viaduct




Appendix M

“The Bet”

Anton Chekov

Realms of Gold, vol. 3

1. capital punishment, p. 48

2. aequus, p. 49

3. solitary, p. 50

4. genius, p. 52

5. science, p.52

6. conscientious, p. 55

7. conscience, p. 55

8. converse, p. 55

9. performed, p. 56

10. immortal, p. 56

11. action, p. 56




Appendix N

Vocabulary List Four


ROOT

1. ars art artist, artifact

2. cognito know cognizant, recognize

3. duco lead abduct, introduce

4. jungo join junction, conjugal

5. missio a sending emissary, mission

6. pathos suffering, feeling sympathy, apathy

7. positum placed position, opposite

8. rego to rule regular, regency

9. sonus a sound unison, consonant

10. usus use abuse, utensil




Appendix O, page 1

Greek and Latin Crossword - List 1

Across Down

1. believe 1. sing2. deny 4. breath

3. a place 6. through

5. word 7. thing poured

8. equal 9. be able

10. pour

11. enough




Appendix O, page 2


Across Down

1. do things done 2. whole

3. turn 4. nothing

5. know 6. head

6. blame 7. to fight

8. kind origin 9. speak

10. fear




Appendix O, page 3


Across Down

2. way road 1. middle

6. whole 3. man human being

8. kill 4. drawn pulled

9. point 5. a lord master

10. alone 7. to lean bend

9. full




Appendix O, page 4


Across

2. placed4. a sound

6. lead

8. join

9. to rule

Down

1. know

2. suffering feeling

3. a sending

5. use

7. art

.




Appendix O, page 5


Across

2. to trust, believe

4. plenty

5. wise

6. weigh, hang

8. short

9. read, thing read

Down

1. carry

3. empty

5. blood

7. die




Appendix O, page 6

Greek and Latin Crossword KeyPuzzle 1:

Across: Down:

1. believe-credo 1. sing-canto2. deny-nego 4. breath-spiritus

3. a place-locus 6. through-per 5. word-verbum 7. thing poured-fusum

8. equal-aequus 9. be able-possum

10. pour-fundo

11. enough-satis

Puzzle 2:

Across: Down

1. do, things done-acta 2. whole-totus3. turn-verto 4. nothing-nihil

5. know-scio 6. head-caput6. blame-culpa 7. to fight-pugno8. kind, origin-genus 9. speak-loquor

10. fear-phobos

Puzzle 3:

Across Down2. way, road-via 1. middle-medius

6. whole-holos 3. man, human being-anthropos

8 kill-occido 4. drawn, pulled-tractum9. point-punctum 5. a lord, master-dominus

10. alone-solus 7. to lean, bend-clino

9. full-plenusPuzzle 4:

Across Down

2. placed-positum 1. know-cognito

4. a sound-sonus 2. suffering, feeling-pathos

6. lead-duco 3. a sending-missio8. join-jungo 5. use-usus

9. to rule-rego 7. art-ars

Puzzle 5:

Across Down

2. to trust, believe-fido 1. carry-porto4. plenty-copia 3. empty-vacuus5. wise-sophos 5. blood-sanguis

6. weigh, hang-pendo 7. die-morior

8. short-brevis9. read, thing read-lego

Puzzles made at: www.discoveryschool.com




Appendix P

Vocabulary List Five


ROOT

1. brevis short brevity, abbreviate

2. copia plenty copy, copious

3. fido to trust, believe confide, infidel

4. lego, lectum read, thing read intellect, legible

5. morior die mortal

6. pendo weigh, hang depend, pendant

7. porto carry transport, export

8. sanguis blood sanguine

9. sophos wise philosophy, sophomore

10. vacuus empty evacuate, vacuum




Appendix Q, page 1

YOU WRITE THE CLUES1C U L 2P A

H3P U G N O 4C

B O

O G 5P

6S A N G U I S

I N

T 7C O P I 8A

9J O T E 10C

U11M U 12L O Q U O R

N 13P O S S U M E U E

G R C U D14O C C I D O T 15S C I O

O U

16V E R B U17M M

E I

R S

T S

O 18 N I H I L

OAcross: Down:

1. _________________ 16. _______________ 2. __________________ 16. _______________

3. __________________ 18. _______________ 4. __________________ 17. _______________

6. __________________ 5. __________________

7. __________________ 8. __________________

12. _________________ 9. __________________

13. _________________ 10. _________________

14. _________________ 11. _________________

15. _________________ 12. _________________




Appendix Q, page 2

YOU WRITE THE CLUES

KEY

Across

1. blame

3. fight6. blood

7. plenty

12. speak

13. be able14. kill

15. know16. word

18. nothing

Down

2. fear

4. know5. point

8. equal

9. join

10. believe11. die

12. thing read16. turn

17. a sending




Appendix R, page 1

Linguists, Wordsmiths, and Others

Teacher Notes

This lesson is to help students realize that they can master the English language

and make it work for them. By reading literature and looking at authors of today’s

popular works, students can appreciate the need to incorporate new words into their repertoires of skills. Understanding the significance of the Greek and Latin words in

English can help them achieve this goal.

Students examined “The Bet,” by Anton Chekov. Share with them some other

literary masters’ work that includes the vocabulary of the unit. Page two of these notes,

(Appendix P, page 2) includes the pages in Twelfth Night , the Shakespeare play for eighthgrade, where some of these Greek and Latin words can be found. This playwright toyed

with language; inventing many words and eloquently employing others. Page three(Appendix P) shows similar vocabulary use found in “Letter from a Birmingham Jail,” by

Dr. Martin Luther King. Whether the writing is fiction or expository, a mastery of vocabulary is essential to a powerful work.

In today’s popular culture, the books that spawned a movie giant, Lord of the Rings, by J.R.R. Tolkien, can support the eighth grade vocabulary curriculum with

enthusiasm! In examining the attitude of Professor Tolkien, students will see the

importance of an excellent vocabulary. By the age of ten, Tolkien had created three or four languages. His life long fascination with language began with his learning Greek

and Latin at his mother’s knee. Today, there is a cult-like fascination with the languageshe created for his masterpiece fantasies.

In committing the Greek and Latin vocabulary to memory and employing the richlanguage provided by these ancient roots, students will be empowered to be successful in

their speech and writing. A comparison of terms, below, exemplifies the possibilities.

The Greek and Latin additions to English have added eloquence and clarity to the

language; students of all ages can benefit from learning the root words. The comparison, below, proves the point.

Anglo-Saxon word French word Latin word

Ask question interrogate

Fast Firm secure, stable

Fear terror trepidation, horror

Holy sacred consecrated, pious

Kingly royal regal

Lawful loyal legal

Rise mount ascend




Appendix R, page 2

Linguists, Wordsmiths, and Others

Teacher Notes

Latin/Greek Word Shakespearean Word

1. canto [L] (sing) cantons p. 62

2. caput [L] (head) captain p. 210

3. credo [L] (believe) decreed p. 66

4. duco [L] (lead) induced p. 212

5. genus [L] (kind, origin) genius p. 148

6. medius [L] (middle) mediate p. 154

7.

nego [L] (deny) negotiate p. 608. nego [L] (deny) negative p. 192

9. per [L] (through) perchance p. 24

10. per [L] (through) persuades p. 186

11. positum[L] (placed) position p. 108

12. positum[L] (placed) opposite p. 132

13. sanguine[L] (blood) consanguineous p. 180

14. satis [L] (enough) satisfaction p. 156

15. scio [L] (know) conscience p. 118

16. solus [L] (alone) solemn p. 216

17. solus [L] (alone) resolute p. 44

18. sonus [L] (a sound) unsound p. 164

19. usus [L] (use) usage p. 56

20. usus [L] (use) usurp p. 56

21. verbum[L] (word) reverberate p. 62

Shakespeare, William. Twelfth Night or, What You Will . Shakespeare Made Easy.Hauppauge, New York: Barrons Educational Series, 1985. ISBN: 0-8120-3604-2.






Appendix S, page 1

Essay Self Check List

and

Scoring Rubric for Essay on Greek and Latin Words

Plan an essay about the importance of ancient Greek and Latin to the developmentof the English language. Create an informal outline, providing evidence for support in

your paper, and finally, writing a three paragraph essay about this topic. You may to

include information from your notes on the history of English, ideas from class

discussion, and realizations you have had from studying how many words are createdfrom ancient root words. Have another student read over your outline before you write

your draft. Fill out the checklist, below, as you work on this assignment. Read over the

rubric to further understand the focus of this assignment.

When your essay is complete, score your paper using the rubric provided.Turn in your essay, your rubric, and your checklist.

Self Check List for Essay Yes No

Informal outline created

Peer editing of information in informal outline

Introductory paragraph

Topic sentence formulated for introductory paragraph

Purpose of essay clearly stated in introduction

Body of the essay

Supporting details given in complete sentences

Evidence to substantiate details included

Conclusion

Focus of paper restated

Closure given to topic

Mechanics

Spelling and grammar checked for accuracy

Style

Varied sentences




Appendix S, page 2

Scoring Rubric for Essay on Greek and Latin Words

CATEGORY 9-10 Points 7-8 Points 5-6 points 4 points

Introduction

(Organization)

(10 points)

Inviting, states the

main topic and previews the

structure of the paper.

Clearly states the

main topic and previews the

structure of the paper, but is not

particularly inviting

to the reader.

States the main

topic, but does not preview the

structure of the paper, not inviting

to the reader.

No clear

introduction of themain topic or

structure of the paper.

Body

(10 points)

Relevant, telling,

quality details give

the reader important

information thatgoes beyond the

obvious or

predictable.

Supporting details

and information are

relevant, but one

key issue or portionof the essay is

unsupported.

Supporting details

and information are

relevant, but several

key issues or portions of the

essay are

unsupported.

Supporting details

and information are

typically unclear or

not related to thetopic.

Conclusion

(Organization)

(10 points)

Strong and leaves

the reader with a

feeling that they

understand what thewriter is "getting

at."

Recognizable and

ties up almost all

the loose ends.

Recognizable, but

does not tie up

several loose ends.

No clear

conclusion, the

paper just ends.

Mechanics

(10 points)

No errors in

grammar or spellingthat distract the

reader from the

content.

Few (one-two)

errors in grammar or spelling that

distract the reader

from the content.

Some (three-four)


distract the reader

from the content.

More than four


distract the reader

from the content.

Style

(10 points)

All sentences arewell-constructed

with varied

structure.

Most sentences arewell-constructed

with varied

structure.

Most sentences arewell-constructed but

have a similar

structure.

Sentences lack structure and appear

incomplete or

rambling.

Final Grade and Comments:(Total possible: 50 Points)




Greek/ LatinRoot Word Here

Paper is cut in 1/2-sheets of 8 1/2 x 11 size copy paper,

different colors. Sheets are cut with each subsequent piece a little shorter than the last and stacked with largest

piece on the bottom, as shown, below. The Greek/Latin

root word is written on the “flap.” Word meanings andsample present day derivatives are written on the page,

concealed under the page stacked above. Students can

share stacks of colorful paper, with one student having thedesign cut, below, and the other student having the paper

with the o osin cuts.

Appendix T

Flip Chart Study Guide

Greek and Latin Word Flip Chart Study GuideDirections

Greek / LatinRoot Word Here



↑↑↑↑↑ Staple the Stack of papers across t he top, here ↑↑↑↑↑




Appendix U, page 1

Name _________________________

Greek and Latin Root Words Test(100 Points)

I. Match the roots on the left with the definitions on the right. Put the letter of thecorrect answer in the space provided. (This section is 50 points; 2 points each.)

1. ____ anthropos

2. ____ solus

3. ____ spiritus

4. ____ loquor

5. ____ duco

6. ____ nego

7. ____ verto

8. ____ phobos

9. ____ possum

10. ____ credo

11. ____ dominus

12. ____ verbum

13. ____ satis

14. ____ rego

15. ____ pugno

16. ____ via

17. ____ fundo, fusum

18. ____ cognito

19. ____ caput

20. ____ missio

21. ____ sonus

22. ____ locus

23. ____ occido

24. ____ lego, lectum

25. ____ morior

A. breath

B. alone

C. man, human

D. fear

E. be able

F. pour, thing poured

G. lord and master

H. word

I. enough

J. deny

K. die

L. way, road

M. read, thing read

N. turn

O. a sending

P. a place

Q. believe

R. speak

S. kill

T. sound

U.

knowV. lead

W. head

X. to fight

Y. rule




Appendix U, page 2

II. Multiple choice: circle the letter of the correct answer. (This section is 30 points; 2

points each.)

1. The root word aequus means:A. Water

B. Equal

C. Under D. Focus

2. The root word that means “point” is:A. Possum

B. Positum

C. PunctumD. Pugno

3. The words sympathy and apathy come from the root that means:

A. Suffering, feelingB. Joyous, celebrating

C. Angry, stubborn

D. Selfish, greedy

4. The root word that means to trust or believe is:

A. PolygraphusB. Fido

C. FusumD. Fundo

5. The root word ars means:A. One who starts fires

B. Poison, like arsenic

C. A suffix, as in stars or Mars

D. Art

6. The root word that means many or plenty is:

A. CopiaB. Cognito

C. Caput

D. Culpa

7. The root word medius means:

A. BeginningB. Middle

C. Ending

D. Introduction




Appendix U, page 3

8. The words abuse, utensil, and utilization come from the root word that means:

A. Extraordinary

B. Empty

C.

UseD. Vacuum

9. The root word brevis means:A. To sing

B. To pitch

C. TallD. Short

10. The root word that means “to lean or bend” is:A. Credo

B.

CaputC. Copia

D. Clino

11. The words enact, agent, transact and react come from the root words that mean:

A. Kind, originB. To trust, believe

C. Read, thing read

D. Do, things done

12. The root word holos means:A. Pit

B. Trench

C. WholeD. Ravine

13. The root word that means “nothing” is:

A. NihilB. Nego

C. Morior

D. Phobos

14. The words that come from plenus include:

A. Plants, plastic, pleasantB. Plenty, plethora, plentitude

C. Please, plop, plan

D. All of the above




Appendix U, page 4

15. The prefix per means:

A. Over

B. Under

C.

ThroughD. Around

III. Fill in the blank with the root word that completes the sentence. (This section is 20

points; 2 points each.)

canto culpa genus jungo portoscio sophos totus tractum vacuus

1. The root word that means “carry” is: ______________________.

2. “Drawn or pulled” is the meaning of the root word: _________________________.

3. If someone wants to discuss blame or guilt, they need the root word: _____________.

4. The root word that means “wise” is: __________________________.

5. This word means “know” and has many words referring to the mind:_____________.

6. A choir might perform for an audience using this root word: ___________________.

7. The root word that means “empty” is: ______________________________.

8. If we talk about the kind or origin of something, the word we need is: ____________.

9. The root word that means whole is: _____________________________.

10. The word that means “join” is: _________________________.

CHALLENGE QUESTIONS: The following activity is optional. Define the root words

below and write down one word that we use today from the root word. (2 points each,

extra credit)

1. pendo

2. positum

3. sanguis




Appendix U, page 5

Greek and Latin Root Words Test

KEY

I. Matching

1. C

2. B3. A

4. R

5. V6. J

7. N

8. D9. E

10. Q11. G

12. H13. I14. Y15. X16. L17. F18. U19. W20. O21. T22. P23. S24. M25. K

II. Multiple Choice

1. B

2. C3. A

4. B

5. D6. A

7. B

8. C9. D

10. D11. D

12. C13. A14. B15. C

III. Fill in the Blank

1. porto

2. tractum3. culpa

4. sophos

5. scio6. canto

7. vacuus

8. genus9. totus

10. jungo

CHALLENGE:(words for today may vary)

1. pendo – weigh, hang pendulum

2. positum – placed position

3. sanguis – blood

sanguine




Appendix V, page 1

Extend the Learning

The unit on Greek and Latin Root Words will end with the final test, but drawing students’

attention to the inclusion of Greek and Latin in the English language should continue all year.Below are some activities for reviewing these vocabulary words throughout the school year.

1. Graffiti posters – Tell students graffito, or graffit i, plural, means “a little scratching” in

Italian. Use a website, such as: www.davis.k12.ut.us/ffjh/thompson/cells.htm, to obtain lists

of Greek and Latin root words. Students make posters with the root in the center and words

that can be made from the root sporadically etched around the root. The poster should besomewhat artistic and include many words from the root. One example is: anim, meaning

life/spirit. Students may include animal, animate, inanimate, etc, for words surrounding the

root.

2. Word Tapestries – A variation on the above, have students create an artistic drawing of aroot word and hide present day derivations in an artistic design surrounding the root.

3. Root Word Flash Cards – As suggested by Lundquist in English from the Roots Up, a

teacher-made deck of index cards with a root word written boldly, with a marker, on one sideand the meaning on the back of the card can be a quick review when a few minutes of class

remain. To extend the knowledge, make cards with the 6th

and 7th

grade Greek and Latin

vocabulary words, from the Core Knowledge Sequence, p. 134-135, and p. 158-159, and

have students practice these, as well.

4. Focus Lessons – A few minutes introducing a concept will make an impression on students

when they see constant review in everyday words. Share a short list of prefixes or suffixesand have students look for these in their reading. Examples:

Prefixes: se – apart re – again, intensive con – together

pre – in front of dis – not ex – away

5. Weird plurals from Greek and Latin roots – Introduce students to these plural forms. An

added bonus may be increased success in spelling.

us/i a/ae um/a x/ces

syllabus/syllabi antenna/antennae cranium/crania index/indices

radius/radii larva/larvae millenium/millennia appendix/appendices

6. Greek and Latin One-a-Days – Introduce a word every day, as an opening activity, and

have students decode the word from the prefixes and suffixes they have learned, (e.g.)automobile, television, etc.



Appendix V, page 2

7. Word Search Puzzles – These are easy to make and fun for students, with the value in

keeping Greek and Latin roots prevalent in the adolescent attention span. Go to

www.discoveryschool.com to make free puzzles.

8. Rummy Roots – Available for purchase from the following website:

www.kingsharvest.com/catalog/rummyroots.html, is a card game that helps students learn

root meanings by playing a simple card game. This game is similar to “Go Fish.”

9. Literature and Movie Discussion – Many books and movies contain references to Greek

and Latin vocabulary and mythology, another source of English words. Discuss these as time permits. The current book/movie series, Harry Potter , by J.K. Rowling, includes many

Greek and Latin words and roots. Bringing this to students’ attention will keep the review

current. A few terms, below, are from the Harry Potter books. Encourage students to look up these roots in a Greek/Latin dictionary or web source. Have them think of other words

that come from these, (e.g.), imperium – imperial, etc.

accio - I summon, call to mearduus - steep, high

arma - weapons, armour

augeo - I increasedens - a tooth

dormio - I sleep (dormiens is a present participle : sleeping)

draco - a snake or dragonex - out of, from

expello - I send awayexpectoro - I send out from my chest / heart (pectus means chest or heart)

exspecto - I wait for / expect / need

Hermes - the (Greek) name of the Messenger god (his Roman name is Mercury)imperium - power, area of supreme authority

impero - I order or command

incendium - a fire

incendo - I kindle, set alightlevo - I make light. (levitas = lightness)

lumen - light

ludo - I playnox - night, darkness

nunquam (or numquam) - never

patronus - a protector or sponsor Sirius - the Roman name for the star known as the Dog-star

Documents

Curso English 2011 8 Greeklatinrootwords